O ensino de artes visuais e a formação de professores: perspectivas e possibilidades

O presente trabalho investiga a construção do olhar do aluno/professor diante da disciplina de Artes Visuais em sua formação frente à Arte através de um processo de compreensão crítica. Usa autores a partir da perspectiva das Artes Visuais, como Barbosa (1975), Lowenfeld (1977), Duarte Jr. (2012) e Iavelberg (2003), da Formação de Professores com Nóvoa (1991) e Tardif (2012), e sobre Experiência, com Larrosa (2001). A metodologia teve uma abordagem da pesquisa qualitativa desenvolvida através de questionários individuais com perguntas abertas e a investigação de imagens, como partes integrantes de uma análise crítica e construtiva de relatos que dialogam com a cultura visual. A pesquisa procura evidenciar que o desenvolvimento do ensino contemporâneo de artes visuais constitui-se como experiência docente que tem potencial para atuar positivamente na construção de conhecimento artístico na escola em consonância com a complexidade do mundo atual. A necessidade de tratar do tema arte se constituiu como uma possibilidade de um diálogo com as questões e preocupações que permeiam a contemporaneidade relacionada ao Ensino de Artes Visuais e à Formação do aluno/professor. Os resultados apresentam a importância da disciplina de Artes Visuais como uma maneira de transmitir o conhecimento e da integração com outras disciplinas. Com relação à formação docente, foram indicados os aspectos de oportunizar o conhecimento dos movimentos artísticos e do aluno ser produtor de sua arte, desenvolvendo habilidades equilíbrio espacial, sensibilidade, composição e criatividade, como a importância do ensino aprendizagem e ainda favorecendo o desenvolvimento do controle motor nas séries iniciais.

Reflexive learning in pre-service training of primary school teachers: from experience to assimilation of contents

This article presents an educational experiment carried out in the Primary School Teaching Degree at the University of Barcelona. Specifically, the article analyses the application of the “Work Corners” approach in a core subject. In a three-year action research process, trainers put into practice an innovation which enabled them to boost cooperative work and reflexive learning among trainees. Firstly, the theoretical model underpinning the project and guiding many of the actions carried out by the training team is presented. After providing detailed information on the practical development of the experiment, the data-gathering process and its results are shown. Various information-gathering strategies were used in assessing the project, such as a questionnaire, participant observation, and teachers’ diaries. The results demonstrate, amongst other things, that “work corners” offer viable and appropriate educational conditions for the articulation of theoretical and practical knowledge, for building professional knowledge, and therefore, the beginnings of a reflexive teaching practice.

The 1993 BFA Graduating Class Department of Visual Arts

The Graduate students in the Visual Arts program have selected for inclusion in this cataloguepieces that symbolize the Acomplishments of the years of study and application. The images are the summary of a complex of learning experiences, both theoretical and applied. They reflect the critical processes of the studio, the Library, the environment and the traditional classroom; they are the results of dynamic and rigorous interaction between teachers and colleagues, peers and mentors, throughout this undergraduate experience.

The 1996 BFA Graduating Class Department of Visual arts

The work presented in this catalogue represent ten years of study, thought, practice and application. While each member of the fourth-year visual arts class has selected just one image and chosen only a few words for inclusion in this record of our graduates and the program, it is important that we understand the dimensions of experience and learning symbolized on these pages. The women and men represented here have all passed through a rigorous course of academic study,personal and professional development, and technical training. They have engaged issues and concepts from both theoretical and practical perspectives, and have been challenged to stretch their thinking about community, society and the world in terms past, present and future. These Students have translated ideas and insights into works of art in a variety of media.

The 1992 BFA Graduating Class, Department of Visual Arts

Before writing this introductory piece, I spent some time viewing the Fourth Year Student Exhibition. It was a time-out in a busy adminstrative morning,and an important occasion for reflecting upon the visual arts program at Sir wilfred Grenfell College. The works in the gallery, some of which are reproduced on the following pages, are as varied as the individuals who made them. Yet the paintings, prints,sculptures and photographs provides a glimpse into the richness of the experienceof the past years for these students. The mix of techniques, colors, images and line suggest the breadth of experience and knowledge shared with these students by their professors. The Quality and force of the works signal the future contributions these graduates will make to our society and culture.

The 1994 BFA Graduating Class Departmrnt of Visual Arts

I find it hard to believe that already we are graduating our third group of students. It seem like our department was founded only a few months ago. Time Flies! Over the years I've come to respect the energy,Principles, commitment, talent and diversity of my colleagues in visual arts. I have never worked with such an outstanding group of people, and I firmly believe we deliver a University experience second to none. Having said that, I also believe our success would be diminished were it not for the fact that we have had the priviledge of working with students who were equally outstanding. Newfoundlanders can be justly proud of the Sir wilfred Grenfell College graduates from the many communities throughout the province who will represent Newfoundland and Labrador admirably on regional, national and international levels in years to come. This years catalogue records part of the many accomplishments of the class of 1994. Once again it is evident that discovering, nuturing and developing individual expression yields artwork of substance and consequence. It also confirms our belief that students should independent, resourceful and creative problem-solvers with a firm belief in their own view-points and the wherewithall to express those viewpoints through personal visual expression.

The 1995 BFA Graduating Class Department of Visual Arts

As you consider this catalogue of works, reflect upon the variety of tasks- intellectual, emotional and technical- that have led to this visible record of ability and expression. the interdisciplinary rigors of the visual arts are present in these pages, and the breadth of the skill, ability, problem-solving and communication that have been developed and refined during the years of study are portrayed an in this presentation of accomplishment. The Graduates represented in the following pages will go on to a variety of careers-teaching, making art, starting businesses,or following any number of diverse paths that they have prepared during their undergraduate years. The work they have chosen to present here is merely a synopsis of the broad spectrum of skills and abilities they have gained during their years at grenfell college.

Artistic proposals of visual arts of Ecuador since the second half of the twentieth century to the present

This article is the result of a research that analyzes the most important artistic proposals of Visual Arts in Ecuador, since the second half of the twentieth century to the present. Through literature review and data collection held in the city of Guayaquil, we could determine their influence and impact on the circuit of contemporary art. The instruments used for data collection were depth interviews that were done to experts in the field. Like surveys of attendees at different artistic events (exhibitions, permanent exhibitions, seminars), allowed to establish the social interests of those proposals. The methodology was mixed approach, quantitative and qualitative data were used.

The 1997 BFA Graduating Class: Department of Visual Arts.

This catalogue of works by senior students of the visual arts program continues our tradition of recognizing and recording the accomplishments of each graduating class. It Provides a historical record of those who are about to receive their bachelor of fine arts degrees from Sir Wilfred Grenfell College, as well as a contemporary reflection of the diverse array of creative talents and technical skills these students have refined and honed during four years of study - attributes and abilities that will be brought fully into play in their many future endevours.

The 1998 BFA Graduating Class: Department of Visual Arts

The exhibition of works by Sir Wilfred Grenfell College's graduating Class in visual arts constitutes the culmination of four years of intensive study and practice. our students are trained in the fundamentals of their craft and exposed tio a variety of media and styles ranging from the traditional to the avant garde. But their education has more to do with the exploration and development of their creativity, the enlargement of their capacity to see, and their mastery of the vocabulary of sight, enabling them to discover, uncover and represent. Each of the students ha sustained and nurtured an individual and unique quest over the four years of this rigorous programme.

The 1999 BFA Graduating Class: Department of Visual Arts

One of the Highlights of our academic year is the exhibition of the works of the graduating class in our visual arts degree program. Of course it is very Satisfying to see such an unambiguous evidence of accomplishments of our students.But i also find the exhibition invariably inspiring because of the works themselves,which stimulate us to see again as children, with wide-eyed curiosity and wonder, without the need to explain or reduce, with delight, with horror, with recognition. In enabling us to see again in this way, the students have learned a very demanding craft and educated themselves inthe history, vocabulary and syntax of visual expression.

The 2000 BFA Graduating Class: Department of Visual Arts

Sir Wilfred Grenfell Colleges Fine Arts Division offers two BFA programs: visual arts and theatre. They are the only BFA degree programs available in the province. The bachoelor of Fine arts(Visual Arts)program is a professional program designed to educate and train students in the history, theory and practice of the visual arts. The curriculum has been devised to produce well-rounded generalists with solid grounding in all aspects of visual arts. The Curriculum illustrates the philosophy that artistic freedom and creative expression require technical skill, intellectual awareness and personal vision, acquired through a disciplined application of effort and critical understanding of artistic issues, past and present. Academic electives are tended to provide a broad exposure to the liberal arts.

The 2001 BFA Graduating Class Department of Visual Arts

One of the highlights of Grenfells annual Convocation is the exhibition of the works of the graduating class in visual arts. The exhibition gives us a priviledged glimpse into the accomplishments of our students as these have emerged directly out of their studies. By their nature, most other disciplines do not afford such a view. In a sense, then, the exhibition of works by our visual arts students represents by analogy what can be achieved in four years of intensive university study under the guidance of dedicated professionals, no matter what the field of endeavour. These particular students began with a natural ability to see and to imagine.During tha past four years, they have been challenged to build on that base talent and to develop and educate their visual imaginations. Significant creative development is never easy but the results can be inspiring. The works represent the accomplishments of all our students and provide a fresh energeticaesthetic framework within which to contemplate them.

The nature of the highly artistic student in visual arts at secondary school /

This qualitative investigation examined the nature of 7 highly artistic visual arts students at 2 secondary schools in southcentral Ontario. Through interviews, questionnaires, observations, and artwork documents, this study attempted to understand these highly artistic students in terms of creativity, motivation, social and emotional perspectives, and cognitive processes. Data collection occuned over a 3-monlh period. and the data analysis program NVivo 7 was used for coding to develop themes and categories for organizing data. The findings of this study illustrate the significant place that \ isual arts can lake in the growth and development for the youth of today. Participants idcniificd dcxclopnig critical thinking and problem-solving skills, taking risks, and meeting challenges ilirouuh their engagement in the creative process. The transferability of these skills \\ as referenced to numerous aspects of their lives. By enhancing individual perspectives through the study of visual arts, their local and world connections were extended, and environmental and societal concerns evolved. In addition, the communicative opportunities that visual arts provided for these students in terms of personal expression provided emotional health and paths of personal discovery. Through the participants' production of artwork with the many stages this involves, combined with insight into their needs, the participants relayed miportant suggestions for programming enhancements and educational settmgs lor \ isiial arts classrooms. These suggestions are meaningful for educators and curriculum developers of the future.